Fisheries Techniques II and III- Sequential- These hands-on courses provide students with field experiences using various types of fisheries equipment. Emphasis is placed on sampling techniques for both fish and aquatic habitats. Topics include small boat operation, fish identification, fish capture and handling techniques, smolt trapping, data collection, tagging and marking, aging, electrofishing, netting, radio telemetry, hydro acoustics, habitat assessment, and equipment maintenance.
Situational Factors
Specific context of the teaching and learning situation
How many students are in the class?
Class size will be limited to 20 students. The course is field-based and resource intensive, so enrollment will be limited.
At what level will the course be taught?
The course will be offered for second year students in the Fisheries Technology Program.
How long and frequent are the class meetings?
The class will meet four days a week, for three hours at a time. Some flexibility will have to be built into the course, as some of the activities will require prolonged class sessions and after school time commitment.
How will the course be delivered?
The class will be delivered via classroom and in-field lectures and activities.
Where will the course be conducted? (RV)
The class will be held in the classroom at times, but primarily in the water bodies of Whatcom County.
Expectations of external groups
What are the societal expectations for these students?
In the fisheries field, expectations are typically based on the level of experience that an employee claims to have. The techniques that I will be teaching are not typically taught in schools, and so will likely put our students ahead of other applicants, when they apply for employment.
Is there state or professional accreditation for the subject?
No state or professional accreditation exists for fisheries professionals. Individual skills can be certified, e.g. a professional can get a diving certificate, boating certificate, or electrofishing certificate.
Will certifications increase chances of employment of provide for higher salaries? (RV)
Certifications are not required, but in some instances certifications help with permit applications and when working for governmental organizations. Skill-based certifications are typically recognized by employees as being worthy of increased compensation.
What curricular goals does BTC or the Fisheries Program have that affect this course or program?
The goal of the Fisheries Technology Program is to provide students with the most current knowledge and skills that are relevant to their field. To that end, this course will allow students to apply for jobs that are outside of the hatchery and aquaculture realm.
Nature of the subject
Is the subject convergent or divergent?
This course will cover many aspects of the field techniques and principles that fisheries professionals apply in their work. To that end, the subject is considered divergent, as the techniques may be improved upon, and professionals can have different goals, even while employing similar techniques.
Is the subject matter primarily cognitive, or does it incorporate “hands on” experiences?
The subject matter will require explanation of the skill and its application before practicing the skill. After that, students will engage in hands-on application of the skill.
Is this field of study relatively stable?
Many of the general principles of Fisheries Biology are well established. However, new technology and issues that affect the field are always emerging.
Will this course provide relevant skills to the students? (RV)
Absolutely! This course will offer a skill set that most fisheries professionals only acquire after they are employed.
Characteristics of the learners
What is the life situation of the students at the moment?
I expect to have full-time and part-time students in this course. If the life situation of my future students follows that of my current students, then I will have folks who work full-time, part-time, are unemployed, have families, do not have families, and can be anywhere from 18-60 years in age.
What life or professional goals do they have?
Considering the nature of the Program, I expect that many of the students will be working towards a career in fisheries.
Are they working towards a certificate, two-year degree, or transfer degree? (RV)
I expect to have mostly two-year degree students and transfer students, as this course is designed for the second student. It is possible that I will have some fisheries professionals enroll in these courses, depending on where they are in their careers.
What are their reasons for enrolling?
Many of my current students have a passion for fishing, and want to make a career of being around fish. Some of my students are making career changes, and find fisheries to be exciting. I expect that trend to continue in future course.
What prior experience do they have regarding the subject?
To enroll, students will have had to of taken Fisheries Techniques I. Therefore, they will have some familiarity with the subject in general.
What are the students’ learning styles?
I will have run the students through a learning styles assessment prior to this course. I expect to see a lot of kinesthetic learners.
Characteristics of the teacher
What prior experience/knowledge/skills do I have in terms of the subject of this course?
I have worked in the fisheries field for the past 10 years, and still maintain a fisheries consulting business. I studied marine biology as an undergraduate, and aquatic ecology/fisheries as a masters student.
Have I taught this course before?
No, but I took a course that was similar while in graduate school.
Will I teach this course in the future?
As long as funding is available for my position, I plan on teaching the course every spring quarter.
Do I have a high level of competence and confidence in this subject?
Yes. My educational and work background have given me a unique skill set in this subject.
What prior experience/knowledge/skills/attitudes do I have in terms of the process of teaching?
I have taught field-based short courses, instructed at the university level, and will hopefully have a year of teaching at BTC under my belt by the time I offer this course. The process of teaching, however, is an area where I would like to learn more.
Special pedagogical challenges
What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience?
I believe that the nature of the material and the instructional setting (streams, rivers, ocean) offers both a unique and challenging learning opportunity. Students in this course will be in engaged in a subject that they have shown interest in, and be able to learn in a real-world setting, applying real techniques. At this point, neither the Fisheries Program nor WWU offer a course that covers this material. This course will offer an experience to students that has not been available to them before.
Significant learning goals for this course
A year after this course is over, I want and hope that students will……
Foundational Knowledge
Understand the principles behind biological sampling
Remember which techniques to use in which situations.
Remember the anatomy, ecology, and life history strategies of the fish that are encountered in the course.
Application
Be able to sample a population of fish and describe the fitness of that population at that time.
Be able to adapt the sampling techniques for different fish species.
Be able to make a production estimate for a fish population based on the number of fish caught (adults or juveniles), given the parameters of a body of water.
Be able to critically evaluate a situation or study and choose the best technique for that application.
Integration
Relate ecological concepts to the results of their studies.
Discuss why they may have gotten the results they did, e.g. why were 3,000 coho salmon smolt caught in stream system while only 130 were caught in another system?
Relate the fish type to the habitat type and vice versa, e.g does the habitat support the fish it should?
Human Dimension
Be able to educate and inform their fellow employees, the public, and others about the role that fish play various ecosystems, and the habitats that are necessary to support them.
Identify themselves as specialist in the fisheries field.
Become more aware of how they, as humans interact with their environment, especially the aquatic environment.
Caring
Value the importance of the fisheries resource.
Be interested in preserving the fisheries resource.
Be willing to put effort towards enhancing aquatic habitats and supporting ecosystems.
Learning How to Learn
Know how the scientific method works.
Be able to efficiently research a topic for work or personal interest.
Be willing to be a resourceful learner, and be persistent in the pursuit of their objectives.
III. FEEDBACK & ASSESSMENT 1. FORWARD-LOOKING ASSESSMENT After learning the various methods to assess fish population size, the student will design a sampling strategy and employ it in a body of water (stream, lake, or pond).
2. CRITERIA & STANDARDS Designs a sampling strategy that is complete, efficient, and safe. Employs sampling strategy using the proper equipment during the correct time of day/season. Collects relevant data, and compiles it in a professional manner. 5: Has determined best methodology in relation to fish species, habitat type, and season. Can determine proper equipment to use, and can show others how to use it. Handles all fish with care, and all data professionally. 4: Has determined methodologies that will work for the situation, but has not considered all aspects of the project and has not selected the best method. Equipment selection is appropriate, but needs some help setting up equipment. Can help other students with their sampling design. 3: Needs help determining which methods are applicable in the situation. Equipment selection can completed only with direction from instructor. Deployment of sampling equipment is slow and unpracticed. Data collection needs supervision . Able to follow directions. 2: Cannot determine the best methodology or equipment for assessing the population size. Lacks basic knowledge of applicable methods and equipment handling techniques. Needs frequent direction & supervision. 1: Cannot complete task under instructor’s guidance, is unsafe while working near/in water.
3. SELF-ASSESSMENT * Have the students first evaluate their design and then their field methods based on the criteria set forth, examples presented in class/lab, and methods found in relevant fisheries text. Student will keep a daily log of their field time and activities. Student presents design critique to class, and reads excerpts from daily log that illustrate progression of the project.· * In small groups, students evaluate the sampling strategy of other students. Reviewing students offer constructive feedback to the student/class under the instructor’s supervision.
4. FIDeLity FEEDBACK * During the portion of class that deals with this project, a check-in time will be scheduled, usually at the end of the day, but sometimes during lunch break. The check-in time will serve to assess the students comfort with their project, and to offer support if necessary. * At the end of one portion of the project (design, equipment selection, sampling), the students will be given a chance to share their wins with the class. Students will be encouraged to congratulate fellow students and offer positive feedback. * Feedback will be given in relation to the criteria set forth. *Students will be encouraged to continue the actions that work, and will be supported to change ones that do not work as well. The goal will be to offer methods by which the student can progress and prosper.
IV. (ACTIVE) TEACHING & LEARNING ACTIVITIES
1. EXPERIENCES
Smolt trap monitoring for WDFW, NSEA, COB
Fyke net sampling in Maberry ponds for Salish suckers, cutthroat trout, sculpin
Electro-fishing: fish population sampling in Terrell Creek and city streams
Juvenile salmonid sampling in marine waters; large seine nets and lampara nets
Snorkel surveys for anadromous and resident fish in the SF Nooksack River
Long fin smelt creel surveys in the mainstemNooksackRiver
Crab testing with WDFW
Design a fish sampling strategy for a section of stream, and perform the sampling
Hook and line sampling in Whatcom Creek
2. INFORMATION & IDEAS
Fisheries Techniques textbook
American Fisheries Society website
Smith-Root (electro-fishing company)
Washington Department of Fish and Wildlife (regional and field offices)
National Marine Fisheries Service (regional office)
Lummi Nation and Nooksack Tribe
NSEA
Whatcom Salmon Recovery website
Internet
Seminars and “brown bag” lectures at WWU
3. REFLECTING
Quarter-long journal that documents all sampling activities. To include a brief review of the procedure and any suggestions for improvement.
Small discussion groups where the participants discuss performed actions, break them down into components, and then present their findings/opinions to the class.
Each student will lead a discussion on a topic. The student will have to have researched and reflected upon the topic to lead a good discussion.
Discussion board on Angel
Field videos: Students discuss the procedure and how well it has worked so far
Project blog
Post their thoughts on Dace Book (ha ha)
Step 5_ Learning Goals
Learning Goals
Feedback and Assessment
Teaching and Learning Activities
Foundational KnowledgeUnderstand the principles behind biological sampling Remember which techniques to use in which situations. Remember the anatomy, ecology, and life history strategies of the fish that are encountered in the course.
4. Independent Research: Identify fish found in WRIA 1
5. Fish Identification Exam:Written exam
ApplicationBe able to sample a population of fish and describe the fitness of that population at that time. Be able to adapt the sampling techniques for different fish species. Be able to make a production estimate for a fish population based on the number of fish caught (adults or juveniles), given the parameters of a body of water. Be able to critically evaluate a situation or study and choose the best technique for that application.
1. Background knowledge
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
1. Written/Oral Presentation: How to make accurate production estimates. 2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration;Sampling techniques: measuring and weighing fish
4. Journal Reflection: “What techniques would I have used today?”
5. Independent Research: Research techniques from Fisheries Techniques , 2nd Ed.
Integration- Relate ecological concepts to the results of their studies. Discuss why they may have gotten the results they did, e.g. why were 3,000 coho salmon smolt caught in stream system while only 130 were caught in another system? Relate the fish type to the habitat type and vice versa, e.g does the habitat support the fish it should?
1. Background knowledge
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
1. Written/Oral Presentation: Why did they find the fish that they did? 2. Class Discussion: Why do they think they found the fish where they did?
3. Case studies:Local examples
4. Journal reflection:Were the results expected? 5. Project –Generate a production estimate
Human Dimension- Be able to educate and inform their fellow employees, the public, and others about the role that fish play various ecosystems, and the habitats that are necessary to support them. Identify themselves as specialist in the fisheries field. Become more aware of how they, as humans interact with their environment, especially the aquatic environment.
1. Background knowledge
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
1. Written/Oral Presentation: Students as educators
2.ClassDiscussion:your role as educator; how well do you think you would do?
3. Role Playing: Students and members of the public 4. Journal Reflection: What was my experience with educating the “public”?
5. Writing: Come up with 10 key points that the public should know…
Caring- Value the importance of the fisheries resource. Be interested in preserving the fisheries resource. Be willing to put effort towards enhancing aquatic habitats and supporting ecosystems.
1. Background knowledge
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
1. Written/Oral Presentation: Importance of the fisheries resource 2. Class Discussion: How important is “nature”, are” wild salmon”?
3. A/V Presentations;The fisheries resource in the economy and in culture
4. Read:the Land Ethic by Aldo Leopold
Learning How to Learn- Know how the scientific method works. Be able to efficiently research a topic for work or personal interest. Be willing to be a resourceful learner, and be persistent in the pursuit of their objectives
1. Preliminary deign evaluation (Pre-assessment)
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
1. Written/Oral Presentation: Bibliography of fisheries resources and websites
2. Class Discussion: How “tuned in” to the industry are we?
3. Journal Reflection: Is it important to keep current with our discipline/industry?
Fisheries Techniques II and III- Sequential- These hands-on courses provide students with field experiences using various types of fisheries equipment. Emphasis is placed on sampling techniques for both fish and aquatic habitats. Topics include small boat operation, fish identification, fish capture and handling techniques, smolt trapping, data collection, tagging and marking, aging, electrofishing, netting, radio telemetry, hydro acoustics, habitat assessment, and equipment maintenance.
Situational Factors
Specific context of the teaching and learning situation
Class size will be limited to 20 students. The course is field-based and resource intensive, so enrollment will be limited.
The course will be offered for second year students in the Fisheries Technology Program.
The class will meet four days a week, for three hours at a time. Some flexibility will have to be built into the course, as some of the activities will require prolonged class sessions and after school time commitment.
The class will be delivered via classroom and in-field lectures and activities.
The class will be held in the classroom at times, but primarily in the water bodies of Whatcom County.
Expectations of external groups
In the fisheries field, expectations are typically based on the level of experience that an employee claims to have. The techniques that I will be teaching are not typically taught in schools, and so will likely put our students ahead of other applicants, when they apply for employment.
No state or professional accreditation exists for fisheries professionals. Individual skills can be certified, e.g. a professional can get a diving certificate, boating certificate, or electrofishing certificate.
Certifications are not required, but in some instances certifications help with permit applications and when working for governmental organizations. Skill-based certifications are typically recognized by employees as being worthy of increased compensation.
The goal of the Fisheries Technology Program is to provide students with the most current knowledge and skills that are relevant to their field. To that end, this course will allow students to apply for jobs that are outside of the hatchery and aquaculture realm.
Nature of the subject
This course will cover many aspects of the field techniques and principles that fisheries professionals apply in their work. To that end, the subject is considered divergent, as the techniques may be improved upon, and professionals can have different goals, even while employing similar techniques.
The subject matter will require explanation of the skill and its application before practicing the skill. After that, students will engage in hands-on application of the skill.
Many of the general principles of Fisheries Biology are well established. However, new technology and issues that affect the field are always emerging.
Absolutely! This course will offer a skill set that most fisheries professionals only acquire after they are employed.
Characteristics of the learners
I expect to have full-time and part-time students in this course. If the life situation of my future students follows that of my current students, then I will have folks who work full-time, part-time, are unemployed, have families, do not have families, and can be anywhere from 18-60 years in age.
Considering the nature of the Program, I expect that many of the students will be working towards a career in fisheries.
I expect to have mostly two-year degree students and transfer students, as this course is designed for the second student. It is possible that I will have some fisheries professionals enroll in these courses, depending on where they are in their careers.
Many of my current students have a passion for fishing, and want to make a career of being around fish. Some of my students are making career changes, and find fisheries to be exciting. I expect that trend to continue in future course.
To enroll, students will have had to of taken Fisheries Techniques I. Therefore, they will have some familiarity with the subject in general.
I will have run the students through a learning styles assessment prior to this course. I expect to see a lot of kinesthetic learners.
Characteristics of the teacher
I have worked in the fisheries field for the past 10 years, and still maintain a fisheries consulting business. I studied marine biology as an undergraduate, and aquatic ecology/fisheries as a masters student.
No, but I took a course that was similar while in graduate school.
As long as funding is available for my position, I plan on teaching the course every spring quarter.
Yes. My educational and work background have given me a unique skill set in this subject.
I have taught field-based short courses, instructed at the university level, and will hopefully have a year of teaching at BTC under my belt by the time I offer this course. The process of teaching, however, is an area where I would like to learn more.
Special pedagogical challenges
I believe that the nature of the material and the instructional setting (streams, rivers, ocean) offers both a unique and challenging learning opportunity. Students in this course will be in engaged in a subject that they have shown interest in, and be able to learn in a real-world setting, applying real techniques. At this point, neither the Fisheries Program nor WWU offer a course that covers this material. This course will offer an experience to students that has not been available to them before.
Significant learning goals for this course
A year after this course is over, I want and hope that students will……
1. FORWARD-LOOKING ASSESSMENT After learning the various methods to assess fish population size, the student will design a sampling strategy and employ it in a body of water (stream, lake, or pond).
2. CRITERIA & STANDARDS Designs a sampling strategy that is complete, efficient, and safe. Employs sampling strategy using the proper equipment during the correct time of day/season. Collects relevant data, and compiles it in a professional manner.
5: Has determined best methodology in relation to fish species, habitat type, and season. Can determine proper equipment to use, and can show others how to use it. Handles all fish with care, and all data professionally.
4: Has determined methodologies that will work for the situation, but has not considered all aspects of the project and has not selected the best method. Equipment selection is appropriate, but needs some help setting up equipment. Can help other students with their sampling design.
3: Needs help determining which methods are applicable in the situation. Equipment selection can completed only with direction from instructor. Deployment of sampling equipment is slow and unpracticed. Data collection needs supervision . Able to follow directions.
2: Cannot determine the best methodology or equipment for assessing the population size. Lacks basic knowledge of applicable methods and equipment handling techniques. Needs frequent direction & supervision.
1: Cannot complete task under instructor’s guidance, is unsafe while working near/in water.
3. SELF-ASSESSMENT
* Have the students first evaluate their design and then their field methods based on the criteria set forth, examples presented in class/lab, and methods found in relevant fisheries text. Student will keep a daily log of their field time and activities. Student presents design critique to class, and reads excerpts from daily log that illustrate progression of the project.·
* In small groups, students evaluate the sampling strategy of other students. Reviewing students offer constructive feedback to the student/class under the instructor’s supervision.
4. FIDeLity FEEDBACK
* During the portion of class that deals with this project, a check-in time will be scheduled, usually at the end of the day, but sometimes during lunch break. The check-in time will serve to assess the students comfort with their project, and to offer support if necessary.
* At the end of one portion of the project (design, equipment selection, sampling), the students will be given a chance to share their wins with the class. Students will be encouraged to congratulate fellow students and offer positive feedback.
* Feedback will be given in relation to the criteria set forth.
*Students will be encouraged to continue the actions that work, and will be supported to change ones that do not work as well. The goal will be to offer methods by which the student can progress and prosper.
IV. (ACTIVE) TEACHING & LEARNING ACTIVITIES
1. EXPERIENCES
2. INFORMATION & IDEAS
3. REFLECTING
Step 5_ Learning Goals
Remember which techniques to use in which situations.
Remember the anatomy, ecology, and life history strategies of the fish that are encountered in the course.
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2. Class Discussion: Situational techniques
3. Game show: “The Pike is Right”
4. Independent Research: Identify fish found in WRIA 1
5. Fish Identification Exam: Written exam
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration;Sampling techniques: measuring and weighing fish
4. Journal Reflection: “What techniques would I have used today?”
5. Independent Research: Research techniques from Fisheries Techniques , 2nd Ed.
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2. Class Discussion: Why do they think they found the fish where they did?
3. Case studies: Local examples
4. Journal reflection: Were the results expected? 5. Project – Generate a production estimate
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2.ClassDiscussion: your role as educator; how well do you think you would do?
3. Role Playing: Students and members of the public
4. Journal Reflection: What was my experience with educating the “public”?
5. Writing: Come up with 10 key points that the public should know…
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2. Class Discussion: How important is “nature”, are” wild salmon”?
3. A/V Presentations; The fisheries resource in the economy and in culture
4. Read: the Land Ethic by Aldo Leopold
2. Self-Assessment
3. Peer Evaluation and reflection
4.Reading/Writing Assignments
2. Class Discussion: How “tuned in” to the industry are we?
3. Journal Reflection: Is it important to keep current with our discipline/industry?